Foram encontradas 40 questões.
Montanha chinesa (pintura subungueal), 1995-1996
ALBERNAZ ACOSTA, Daniel. montanha chinesa (pintura subungueal), 1995-1996. São Paulo:
Editora da Universidade de São Paulo, 1997, p. 115.
Analisando aspectos das relações sociointeracionais, como contato, distância social, perspectiva e modalidade, afirma-se que
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Observing classroom phenomena, Larsen-Freeman (2000) establishes some principles underlying different language teaching and learning approaches for students to learn to communicate in the target language. The Communicative Approach to Language Teaching contributed to a shift in the field of second language acquisition studies in the late 1970’s and early 1980’s, as well as other approaches, like the Content-based, the Task-based, and the Participatory Approaches. Read the principles below, and decide the order in which each of the highlighted approaches is being characterized in the alternatives that follow.
I. Learning is based on language functions; whenever possible, authentic language should be introduced; the target language is a vehicle for classroom communication, not the object of study; games are important because they have features in common with real communication – there’s a purpose to the exchange; students have opportunities to express their own ideas and opinions; learning about linguistic form is important for language competence.
II. What happens in the classroom should be connected with what happens in students’ lives; content is not pre-determined; education is related to students’ real needs and students are motivated by their personal involvement; focus on linguistic form occurs within a focus on content; students can create their own material, which in turn become material to other students.
III. The subject matter is used for language teaching purposes; teaching should build on students’ previous experience; the target language use is a means to an end, rather than an end in itself; language support is provided by the teacher, by means of examples, redundancies, and comprehension checks; students work with meaningful and authentical materials and tasks.
IV. Class activities have a perceived purpose and a clear outcome; a previous activity is a helpful way to have the students see the logic involved in what they are being asked to do; the teacher breaks down into smaller steps the logical thinking process necessary to complete what students have to do; the demand on thinking should be just above students’ level of independent work; the teacher does not consciously simplify the language; the teacher supplies the correct target form by reformulating or recasting what the students have said.
The correct sequence of approaches described above is the one presented in alternative
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Texto I
Em geral, quando se comenta a literatura de José de Alencar esta é marcada por seu traço indianista (...) Discute-se apenas um certo artificialismo que há nas descrições que Alencar fez dos índios, e também a excessiva idealização de personagens como Peri, Iracema e Ubirajara. No entanto, o próprio escritor havia declarado em suas páginas sobre os povos indígenas que seu ideal era despir os índios daqueles traços grotescos que lhe haviam colocado os europeus em seus diários de viagens. Portanto, seu índio era um personagem de romance, belo, idealizado, forjado para ser símbolo de uma nacionalidade que estava em construção. Assim, sua beleza, força, heroísmo faz com que os índios sejam como os cavaleiros medievais, os quais não existiram no Brasil, por falta de uma Idade Média. De forma, que dentro do ideal de a América ser a renovadora do Velho Mundo, o índio figura nas obras de Alencar como o cavaleiro nobre das florestas.
(CÂNDIDO, Weslei Roberto. Revista Iluminart, Número 5, Agosto de 2010, disponível em http://www.cefetsp.br/edu/sertaozinho/revista/volumes_anteriores/volume1numero6/volumes_
anteriores/volume1numero5/iluminart.htm Acesso em: 28 fev. 2014.
Texto II
Em nossos dias, o neo-indianismo dos modernos de 1922 (precedido por meio século de etnografia sistemátic
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os churrascos são de marte
as saladas são de Vênus
me dizia uma amiga que os churrascos
cabem aos homens porque são feitos
fora de casa
às mulheres as alfaces
às alfaces as mulheres
que alguém se rebele e diga
pela imediata mudança de hábitos
assar uma carne no forno
seria um paliativo não seria uma solução
que suem as lindas na frente da churrasqueira
e que piquem eles as folhas verdes
FREITAS, Angélica. Um útero é do tamanho de um punho.
São Paulo: Cosac Naify, 2012, p. 76.
Dentre as características percebidas na poesia contemporânea brasileira a que mais se destaca nesse texto é a
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Texto I
“(...) Os federalistas (alcunhados de “maragatos”) depuseram as armas em 1895, conseguindo do governo a promessa de que seria revista a constituição, no sentido de que se impedisse a reeleição sucessiva do presidente do Estado (promessa que não se efetivou). Na etapa que se seguiu após a luta pelo poder entre as duas facções políticas (republicanos e federalistas), o PRR (Partido Republicano Rio-Grandense) consolidou o seu domínio. O final do conflito implicou tanto o fortalecimento da máquina política situacionista quanto à polarização partidária do Rio Grande do Sul”.
PESAVENTO, Sandra, in: História do Rio Grande do Sul. Porto Alegre:
Mercado Aberto, 1997.
(adaptado)
Texto II
Sabe Moço
Sabe moço que no meio do alvoroço
Tive um lenço no pescoço que foi bandeira pra mim
E andei mil peleias em lutas brutas e feias
Desde o começo até o fim
Sabe moço depois das revoluções
Vi esbanjarem brasões prá caudilhos coronéis
Vi cintilarem anéis assinatura em papéis
Honrarias para heróis
É duro moço olhar agora prá história
E ver páginas de glórias e retratos de imortais
Sabe moço fui guerreiro como tantos
Que andaram nos quatro cantos
Sempre seguindo um clarim
E o que restou, ah sim
No peito em vez de medalhas
Cicatrizes de batalhas
Foi o que sobrou prá mim
Ah !... sim
No peito em vez de medalhas
Cicatrizes de batalhas
Foi o que sobrou prá mim
Disponível em: <http://www.cifraclub.com.br> Acesso em: 01. Mar. 2014.
Texto III
“Licurgo lança o olhar na direção da Intendência, que fica do outro lado da praça. Os maragatos tomaram conta dela e apossaram-se de todas as casas da cidade; mas nem assim podem dizer que são senhores de Santa Fé, pois só entram e saem do paço municipal pelas portas dos fundos, e não se atrevem a cruzar a praça nem as ruas que ficam ao alcance das balas do Sobrado. Licurgo suspira fundo, com um feroz sentimento de orgulho. De certo modo ele ainda governa Santa Fé! Maragato algum jamais botará o pé no Sobrado, nem como inimigo, nem como amigo; nem agora nem nunca!
VERISSIMO, Erico. O tempo e o Vento. 34. edição.
São Paulo: Globo, 2000.
Considerando as informações dos textos acima, analise as assertivas:
I. A Revolução Federalista, ocorrida entre os anos de 1892 e 1895 foi um conflito armado que dividiu parte da população do Rio Grande do Sul. Devido a sua importância história e cultural na formação da identidade do povo gaúcho, o escritor Erico Verissimo usa-a de fundo, entre outros tantos conflitos, para escrever o romance O Tempo e o Vento.
II. A letra da canção Sabe moço, dá voz à parte mais empobrecida dos combatentes dos conflitos armados ocorridos no Estado do Rio Grande do Sul, no século XIX, para os quais não sobravam dinheiro, favores ou terras, mas apenas cicatrizes e lembranças.
III. O personagem Licurgo Cambará (texto III) é neto do capitão Rodrigo Cambará, e tal qual o parente famoso não se furta de confrontar os inimigos. Tornou-se o líder dos chimangos de Santa Fé e cumpriu com sua palavra de que não permitiria que sua casa fosse tomada pelos maragatos.
Está(ão) correta(s) as afirmativas
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The modal verb could is used to express ability in the past, among other uses. However, there is a particular situation in which was able to should be used instead of could. According to this, all the sentences below are correct, EXCEPT:
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Montanha chinesa (pintura subungueal), 1995-1996
ALBERNAZ ACOSTA, Daniel. montanha chinesa (pintura subungueal), 1995-1996. São Paulo:
Editora da Universidade de São Paulo, 1997, p. 115.
A proposta apresentada pelo artista exercita as novas fronteiras do letramento visual. Nesse exercício, para a construção de sentido, verifica-se que
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“Uma crítica que se queira integral deixará de ser unilateralmente sociológica, psicológica ou linguística, para utilizar livremente os elementos capazes de conduzirem a uma interpretação coerente. Mas nada impede que cada crítico ressalte o elemento da sua preferência, desde que o utilize como componente da estruturação da obra. E nós verificamos que o que a crítica moderna superou não foi a orientação sociológica, sempre possível e legítima, mas o sociologismo crítico, a tendência devoradora de tudo explicar por meio de fatores sociais.”
(CANDIDO, Antonio. Literatura e Sociedade. Publifolha, 2000, p.9)
Considerando as críticas literárias acerca de textos do cânone da literatura brasileira, pode ser considerado um exemplo típico de sociologismo crítico, a análise que apresente a seguinte afirmação:
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Technology in education: if students aren't worried, why are teachers?
As a new episode of My Teacher is an App airs on BBC Radio 4, Edward Lawless urges teachers to embrace digital technology in the classroom – however frightening it seems
"As teachers, our role must change to one that embraces digital technology as a fundamental part of student learning," says Edward Lawless. Photograph: Athena
The third episode of the BBC Radio 4 series, My Teacher is an App, offered a provocative glimpse into the ways that technology is now being used to meet current educational needs. I attended the debate at The Great Hall of King's College London, where a respected panel and an energetic audience discussed the future of online technology and education.
While students in the audience didn't think it was a big deal, not all of the educators saw technology and education flowing together so smoothly. There was some anxiety in the room about what would happen to "authentic teaching", whether online learning could really offer "meaningful activity" and "true engagement", and if social media could provide "real interaction". Then, of course, there was concern about what would become of "the human element" in a virtual classroom.
These are all valid concerns, but they represent the dangerous assumption that a "different" learning environment can't preserve cherished educational priorities. I have seen online courses that are committed to promoting authentic teaching and learning, and worked with "virtual" teachers who regularly offer meaningful engagement, bringing the "human element" to their students around the world.
On the other hand, I have also seen traditional secondary and university classrooms that disregard these same priorities, with "live" teachers and lecturers capable of automating instruction, objectifying and isolating students, and reducing education to the mere transfer of content.
No matter what the conditions may be – online or face-to-face – the quality of the educational experience depends on the integrity of the curriculum, the teacher and the learning community.
That said, it's normal that teachers and leaders find the integration of online technology in education frightening. First of all, our generation of "digital immigrant" teachers must shift out of our comfort zone and into the world of our "digital-native" students. Second, it requires bricks-and-mortar schools to take a leap of faith into a medium that's essentially an unknown world. They have to let go of the familiar model that we hold dear – not necessarily because it works so well, but because it's what we know so well – to embrace an educational medium that many of us don't use, don't understand and don't trust. Third, and most importantly, it requires us to shift the power of learning from the teacher to the student; to become the facilitator for learning rather than the deliverer of knowledge and in so doing, to let students lead their own learning. That is a very disturbing prospect for many educators – and parents – because it's all about relinquishing control and taking risks.
But the internet is a natural part of students' lives and for many of them it has been that way since before they could walk. It's their natural environment for watching movies and TV programmes, accessing music, communicating with friends and organising their daily lives. It's not surprising that these digital natives don't consider online learning as such a risky venture. The internet already empowers our students with unprecedented educational access in ways that we could never have foreseen as teachers in training. The question is – how are we teaching them to use that power?
At the close of the Radio 4 debate evening, one audience member remarked to the panel that we need to proceed with caution – our students could suffer if we are too bold in adopting online learning technologies. One panellist quietly responded that our students and our future will more likely suffer because we are too timid rather than too bold.
I couldn't agree more. As teachers, our role must change to one that enables, guides, personalises and embraces digital technology as a fundamental part of student learning. The most dangerous thing we can do to our students is to keep doing what our teachers and professors did to us:
!$ \bullet !$ Remain centre stage in a face-to-face classroom.
!$ \bullet !$ Ensure that every lesson goes according to our educational script.
!$ \bullet !$ Focus upon what we want all students to cover during a scheduled lesson rather than what each student needs to learn, when they need to learn it.
!$ \bullet !$ Keep overestimating our own importance in the teaching-learning dynamic and underestimating the potential of students to learn independently and collaboratively.
!$ \bullet !$ Maintain our roles as mediators of content rather than developing our students' capacities as discriminating, self-regulated learners in an open-source world.
It was good enough for us. Right?
Edward Lawless is the principal of Pamoja Education, an online provider of the International Baccalaureate Diploma Programme
Available at: <http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/10/
technology-education-students-teachers-worried> Consulted on Mar. 26th, 2014.
Consider the sentence below, taken from the text (the sentence is located below the illustration):
"As teachers, our role must change to one that embraces digital technology as a fundamental part of student learning," says Edward Lawless.
I. “says” is a reporting verb that indicates a recommendation given by the author.
II. that embraces digital technology as a fundamental part of student learning” is a defining relative clause and, for this reason, the relative pronoun “that” can not be ommited in the sentence.
III. “that” can be replaced by “which” in the sentence, without changing its meaning.
IV. Considering defining and non-defining relative clauses, a similar type of clause to the one presented in the example in the box is given in the sentence “Could you iron the trousers that I’ve brought from Spain?”.
V. Neither “who” nor “which” can be used instead of “that” in the example in the box.~
From the assertions above, the correct ones are only
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Online students can't help being sociable
By Sean CoughlanBBC News education correspondent
Online university students want to talk outside the computer screen
It was a revolution moving higher education from bricks to clicks… and now it's started to go back to bricks again.
Online university providers, which offered people the chance to study from home, are turning full circle by creating a network of learning centres where students can meet and study together.
Instead of demolishing the dusty old classrooms, the online university revolution is responsible for opening some new ones.
Coursera, a major California-based provider of online courses, is creating an international network of "learning hubs", where students can follow these virtual courses in real-life, bricks and mortar settings.
And there are thousands of meet-ups in cafes and libraries where students get together to talk about their online courses.
This is the latest stage in the rapid evolution of so-called Moocs - massive open online courses - where some of the world's leading universities have created digital versions of courses which are offered free over the internet.
Learning together
Coursera now has seven million registered users. That's bigger than the entire university populations of the UK and France combined. But it seems there is an irresistible social side to learning. Finding stuff out together seems to be more appealing than following a course alone.
The Coursera learning hubs are running in more than 30 cities, from Baghdad to Buenos Aires, Moscow to Mumbai and Shanghai to Santiago. The learning hubs are run by partner organisations, providing a place where students following Coursera online courses can come to study together and get help from mentors.
In Moscow, the learning hub is hosted by Digital October, a centre for technology and entrepreneurship. Yulia Lesnikova, director of educational programs, says it provides a more sociable way of following online courses.
'Like a village'
There have been four online courses so far followed in the Moscow learning hub. This includes a course about genetics created by the University of British Columbia, with students in Moscow being supported by an expert from one of Russia's oldest genetics institutes.
There is a course on gamification from the University of Pennsylvania's Wharton School of Business, with sub-titles in Russian.
Students following an online course at the Digital October learning hub in Moscow
When students are gathered for their Mooc classes it becomes a focus for other spin-offs, such as firms wanting to recruit staff or to get students involved in developing commercial projects.
In Beijing, the learning hub has been set up with Guokr, a Chinese science-based social networking website.
Yang Liu, Guokr's education director, says studying as a group provides a way of keeping students connected. It's also introduced the word "Moocer" into China, she says.
"Learning can be very lonely, they can drop out."
It can be a more effective way of studying, she says. In a group of people there's likely to be a spread of knowledge, with students able to help one another.
"It's like a village, they form a small society."
It also allows for different types of learner to be supported. About half of the people following Coursera courses in Beijing are university students, she says.
Cutting drop-out rates
But there are also isolated individuals who like the social setting, such as older people living alone or mothers looking after children at home.
Yin Lu, responsible for Coursera's international development, says learning hubs have a wide range of local approaches. They can be based around tutors or around organised projects or else emphasise the social aspect of learning.
In India, the focus is on teacher training and professional development. It means that courses designed for students in the US or Europe are being played out in classrooms in New Delhi and Mumbai.
What has become apparent, she says, is that there is a much lower drop-out rate for students who attend a learning hub.
Moocs allow anyone to enter, with no barriers from cost or qualifications, but that also means relatively few ever finish a course. Ms Lu says that the typical completion rate for a Mooc is about 5% to 10%.
Practical projects are run alongside the online courses
For Mooc students attending learning hubs, the completion rates are between 30% and 100%, she says.
Ms Lu says it's likely that more hubs will open where there are concentrations of Coursera students.
But she says there are no plans for these learning hubs to become fully-fledged colleges, where students might take exams as well as follow courses.
"We exist to complement what universities can provide," she says. But it wouldn't be difficult to imagine the commercial possibilities if they changed their mind.
'Meet-ups'
There is something almost organic about how these digital projects have taken root in the physical world.
Moocs were meant to be the university courses of the laptop era, self-sustaining and free-standing, with students able to stop and start materials on the internet and get online support from social networking.
But you can't stop people from wanting to talk to each other, outside the computer screen.
As well as the more formal learning hubs, self-organised "meet-ups" for Coursera students have sprung up in more than 3,700 cities around the world, based around specific Coursera online courses.
For example, in London there are groups meeting in cafes at the British Library and the South Bank Centre. In Paris, there are meetings in the Pompidou Centre and in university buildings.
Meet-ups are held in a whole range of public places, where students want to discuss and debate these digital courses.
They're scheduled and arranged online, with the only vital ingredients being a laptop, wi-fi and somewhere to talk.
Even virtual students want to have a cup of coffee and a conversation after a lecture.
Available at: <http://www.bbc.com/news/business-26925463>
consulted on Apr. 12th. 2014.
Choose the alternative that best summarizes the main ideas of the text.
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